Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
The virtuous triangle – how to
make Open Badges, Mahara and
Moodle work together for a
better curriculum design
Mahara Moo...
Plan
1. About badges and eP
1. (Open)Badges and eP – an old
story
2. Badges vs eP
2. Managing Badges
1. Creating / Issuing...
ZURICH
GENEVA
LAUSANNE
About Badges and eP
The virtuous triangle – Moodle Mahara Open Badges
(Open)Badges – an old story
• Claims:
• We have been using badges for a long time already
• Medieval blazon
• Army flags
•...
« The aim of Open Badges is to allow anyone to build and
manage a portfolio of assessments and certifications of
what has ...
Open Badges Movements
• Human badges project
• Europortfolio.eu
• Open Badges Europe
Serge Ravet
@szerge
Eric Rousselle
@e...
OwnerIssuer
Evidences
OwnerIssuer
Evidences
I am validating your skill…
OwnerIssuer
Evidences
… of knowing how to do this…
OwnerIssuer
Evidences
…on the basis of these !
OwnerIssuer
Evidences
My validation is also
represented by this !
OwnerIssuer
Evidences
OwnerIssuer
Evidences
The Badges are a HUB
People sharing the same
Badge / Pathway / Location
Issuer
Evidences
The Badges are a HUB
Social NetworkIssuer
Evidences
The Badges are a HUB
Social NetworkIssuer
Evidences
The Badges are a HUB
Skills
Values
Attitudes
Knowledge
Social Network
Evidences
The Badges are a HUB
Semantic Network
Issuer
Social Network
Evidences
The Badges are a HUB
Semantic Network
Formal / Informal
ePortfolios vs Open Badges?
The virtuous triangle – Moodle Mahara Open Badges
ePortfolio adoption
The NES (NHS Education for Scotland) ePortfolio has grown rapidly since
its inception in August 2005 a...
Not everyone supports ePortfolio
I started this petition because I believe the ePortfolio is a complete waste of time and
...
Not everyone supports ePortfolio
• ePortfolios – 7 reasons why I don’t want my life in a shoebox
http://donaldclarkplanb.b...
Managing Badges within Mahara
The virtuous triangle – Moodle Mahara Open Badges
Assignment
Design
Manage
Issue
Revoke
OverridesMoodlebadges
Assignment
SendstoMozillabackpack
Import badges
Badgedisplayer
Semantic
N...
How can the virtuous triangle
improve curriculum design?
The virtuous triangle – Moodle Mahara Open Badges
The methodological framework:
Activity Theory – the human activity model
Any theory of learning must answer at least four ...
The methodological framework:
Activity Theory – the human activity model
Instrument
Subject
Rules Community Division of la...
Instrument
Subject
Rules Community Division of labour
Object  Outcome
The methodological framework:
Activity Theory – the...
One Case Study
• Context:
• HES-SO: Higher Education institution for Healthcare training in Fribourg
(Switzerland)
• New s...
One Case Study
• Example of one instruction given to students
• At the end of year three you must submit your portfolio fo...
My questions about that
• What is reflexivity in your context?
• Do you train students to have reflexive practice or do yo...
The Deep Learning approach
LMS
Informal Knowledge
Personal skills
Experience
“Soft skills”
PLE
Goodyear (2003)
Formal know...
One of the 16 skills: Reflexive practice
• What is reflexive practice?
• Brainstorming  7 people  8 interpretations
• De...
(1) Reflexion (2) Design (3) Implementation
Process
What?
For Who?
How?
Result:
Intellectually
• A comprehension of the sk...
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
http://compendiumld.open.ac.uk
Process
Badge
(1) Reflexion (2) Design
http://learningdesigner.org/
http://compendiumld.open.ac.uk
Process
Badge
(1) Reflexion (2) Design
http://learningdesigner.org/
http://compendiumld.open.ac.uk
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Template Group page PLE
http://comp...
Conclusion
• The introduction of Open Badges has improved a situation where
• Students were confused
• Teachers didn’t agr...
Creating a badge in Open Badge Factory
(OBF)
• Access the website  http://openbadgefactory.com
• Username: obfdemo+nn@gma...
Demo on the OBF website…
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design
You’ve finished this document.
Download and read it offline.
Upcoming SlideShare
Mahara hui 2015 - Auckland - NZ (09-04-15)
Next
Upcoming SlideShare
Mahara hui 2015 - Auckland - NZ (09-04-15)
Next
Download to read offline and view in fullscreen.

Share

The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design

Download to read offline

Keynote for the Mahara-Moodle-Meetup 2015 in Adelaide

The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design

  1. 1. The virtuous triangle – how to make Open Badges, Mahara and Moodle work together for a better curriculum design Mahara Moodle Meetup 2015 - Adelaide Dominique-Alain JAN @dajan | djan@mac.com Leader of the French Mahara community TEL Lecturer at Lausanne University for Teacher Training
  2. 2. Plan 1. About badges and eP 1. (Open)Badges and eP – an old story 2. Badges vs eP 2. Managing Badges 1. Creating / Issuing / Managing badges • Moodle vs Open Badge Factory 2. Mozilla Backpack or/and Open Badge Passport 3. How the virtuous triangle works 4. How this can improve the curriculum design? 1. About badges 1. Anatomy of a Badge 2. Workshop on designing a badge 2. Managing badges 1. Workshop on OBF 2. Workshop on Passport 3. How the virtuous triangle works 1. Workshop with LearningDesigner 2. Workshop with Compendium LD
  3. 3. ZURICH GENEVA LAUSANNE
  4. 4. About Badges and eP The virtuous triangle – Moodle Mahara Open Badges
  5. 5. (Open)Badges – an old story • Claims: • We have been using badges for a long time already • Medieval blazon • Army flags • Tartan • Badges are polymorphic • Badges can be serious
  6. 6. « The aim of Open Badges is to allow anyone to build and manage a portfolio of assessments and certifications of what has been acquired through lifelong learning, as well as formally and informally during leisure activities, independent learning, or through charitable activities » Denis Lamontagne (2011) « Open Badges : une initiative pour la reconnaissance des compétences tout au long de la vie », 20/09/11 accédé le 30/05/14 [http://cursus.edu/article/17545/ open-badges-une-initiative-pour-reconnaissance/]
  7. 7. Open Badges Movements • Human badges project • Europortfolio.eu • Open Badges Europe Serge Ravet @szerge Eric Rousselle @eric_rousselle Dominique-Alain Jan @dajan
  8. 8. OwnerIssuer Evidences
  9. 9. OwnerIssuer Evidences I am validating your skill…
  10. 10. OwnerIssuer Evidences … of knowing how to do this…
  11. 11. OwnerIssuer Evidences …on the basis of these !
  12. 12. OwnerIssuer Evidences My validation is also represented by this !
  13. 13. OwnerIssuer Evidences
  14. 14. OwnerIssuer Evidences The Badges are a HUB
  15. 15. People sharing the same Badge / Pathway / Location Issuer Evidences The Badges are a HUB
  16. 16. Social NetworkIssuer Evidences The Badges are a HUB
  17. 17. Social NetworkIssuer Evidences The Badges are a HUB Skills Values Attitudes Knowledge
  18. 18. Social Network Evidences The Badges are a HUB Semantic Network Issuer
  19. 19. Social Network Evidences The Badges are a HUB Semantic Network Formal / Informal
  20. 20. ePortfolios vs Open Badges? The virtuous triangle – Moodle Mahara Open Badges
  21. 21. ePortfolio adoption The NES (NHS Education for Scotland) ePortfolio has grown rapidly since its inception in August 2005 and now comprises over 20 versions for over 35,000 healthcare trainees within Scotland (Nursing, Midwifery, Dentistry and Pharmacy), across the United Kingdom (Medicine), and the Republic of Ireland (Medicine) Source : http://guide.nhseportfolios.org/walkthrough/Home.aspx
  22. 22. Not everyone supports ePortfolio I started this petition because I believe the ePortfolio is a complete waste of time and effort for all Clemson students. I…]. Like most all of my classmates, I put work into my classes and receive grades, as I should. It is as simple as that. Why should we be required to create a portfolio that just reiterates the fact that we have completed a course? Why should we be submitting work to an online portfolio that does not give us any credit? We have to complete this to graduate? If I have achieved good grades and completed the courses necessary, I should be well on my way to graduating. The ePortfolio only creates another task for students to worry about, a task that accomplishes nothing. I wrote an essay for my English class, I got an A on it, that led to me receive an A in the course, and I successfully earned those credits. Nowhere in there do I see a gap that must be filled in with an ePortfolio. Many of us have friends at other prestigious universities. Not once have I heard of an ePortfolio assignment from any of them. I firmly believe that eliminating the ePortfolio at Clemson University will truly enable students to be more focused on their actual coursework and have a more positive mindset about school. […] Jamie Harding started this petition Petition Closed 2,954 supporters target 5,000 Source : https://www.change.org/p/clemson-university-eliminate-the-eportfolio
  23. 23. Not everyone supports ePortfolio • ePortfolios – 7 reasons why I don’t want my life in a shoebox http://donaldclarkplanb.blogspot.com.au/2011/03/e-portfolios-7-reasons-why-i-dont-want.html • Bollinger (2010) Student perceptions of ePortfolio integration in online courses • Tosh (2005) Engagement with electronic portfolios: challenges from the student perspective • Shroff (2011) Analysing the technology acceptance model in examining students’ behavioural intentions to use e-portfolio systems • Tzeng (2011) Perceived values and prospective users' acceptance of prospective technology: the case of a career eportfolio system • Jan (2015) ePortfolio trained graduates in the workplace: are they significant users of ePortfolio features at the start of their careers? [paper to be delivered at ePIC 2015] • …
  24. 24. Managing Badges within Mahara The virtuous triangle – Moodle Mahara Open Badges
  25. 25. Assignment
  26. 26. Design Manage Issue Revoke OverridesMoodlebadges Assignment SendstoMozillabackpack Import badges Badgedisplayer Semantic Network Social Network
  27. 27. How can the virtuous triangle improve curriculum design? The virtuous triangle – Moodle Mahara Open Badges
  28. 28. The methodological framework: Activity Theory – the human activity model Any theory of learning must answer at least four central questions: 1. Who are the subjects of learning – how are they defined and located? 2. Why do they learn – what makes them make the effort? 3. What do they learn – what are the contents and outcomes of learning? 4. How do they learn – what are the key actions of processes of learning?
  29. 29. The methodological framework: Activity Theory – the human activity model Instrument Subject Rules Community Division of labour Object  Outcome
  30. 30. Instrument Subject Rules Community Division of labour Object  Outcome The methodological framework: Activity Theory – the human activity model Instrument Subject RulesCommunityDivision of labour Outcome  Object= ? Educators Students Boundary object
  31. 31. One Case Study • Context: • HES-SO: Higher Education institution for Healthcare training in Fribourg (Switzerland) • New syllabus for trained nurses to become heads of department in hospitals • Master degree • Face to face training (1/3) – online training (2/3) • 240 credits ECTS  coursework + personal work • TEL • Moodle • Mahara • mandatory to present a reflexive and personal work at the end of the training (3 years) • PLE http://www.heds-fr.ch/fr/Pages/default.aspx https://vimeo.com/69882471
  32. 32. One Case Study • Example of one instruction given to students • At the end of year three you must submit your portfolio for evaluation. This must contain: • the personal and reflexive journal you have written alongside your three years of training • two evidences of attainment for each of the sixteen main skills • your personal biography • This portfolio represents 30% of your final mark
  33. 33. My questions about that • What is reflexivity in your context? • Do you train students to have reflexive practice or do you take this for granted from their previous background? • Will you train students to acquire eP practices? • Will you train students to use Mahara? • What in your view constitutes a good evidence for inclusion in someone’s eP? • Will you train students to improve their digital literacy? • … • Have you all agreed on what the 16 skills you have to assess are?
  34. 34. The Deep Learning approach LMS Informal Knowledge Personal skills Experience “Soft skills” PLE Goodyear (2003) Formal knowledge Keys and common concepts Institutional training - “Hard skills” ePortfolio
  35. 35. One of the 16 skills: Reflexive practice • What is reflexive practice? • Brainstorming  7 people  8 interpretations • Decision: • First: we create a badge on reflexive practice • At the end: we create 3 badges on reflexive practice • 3 levels • One for each year • Acknowledge students’ progress
  36. 36. (1) Reflexion (2) Design (3) Implementation Process What? For Who? How? Result: Intellectually • A comprehension of the skill • An agreement on the “boundary object” (Popper) • Reification (Wenger on CoP) Practically • An agreement on the competences that contribute to acquire the skill • Competences are simpler to assess • An agreement on the activities to develop for training the students (Bloom’s taxonomy) Technically • The decision on what settings and tools that must be set up for the tasks/activities (multiple / single journal, forums, group pages, …) Badge
  37. 37. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/
  38. 38. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/
  39. 39. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/
  40. 40. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/ http://compendiumld.open.ac.uk
  41. 41. Process Badge (1) Reflexion (2) Design http://learningdesigner.org/ http://compendiumld.open.ac.uk
  42. 42. Process Badge (1) Reflexion (2) Design http://learningdesigner.org/ http://compendiumld.open.ac.uk
  43. 43. Process Badge (1) Reflexion (2) Design (3) Implementation http://learningdesigner.org/ Template Group page PLE http://compendiumld.open.ac.uk Activities • Forum • Wiki • Database • Assessment • Workshop • … Resources • Page • File / Folder • Book • URL • Label • …
  44. 44. Conclusion • The introduction of Open Badges has improved a situation where • Students were confused • Teachers didn’t agree on definitions of skills, or quality standards • The design of activities was not in relation with the skills • By • Clarifying the objectives (reification, boundary object, Bloom’s taxonomy,…) • Helping in the design of clear evaluation criteria • Providing an acceptable learning curve in eP practices • Giving mentors time to feel comfortable with TEL and eP
  45. 45. Creating a badge in Open Badge Factory (OBF) • Access the website  http://openbadgefactory.com • Username: obfdemo+nn@gmail.com (remplace nn by your number) • Password: 12345
  46. 46. Demo on the OBF website…
  • EmilieLenel

    Jun. 12, 2015

Keynote for the Mahara-Moodle-Meetup 2015 in Adelaide

Views

Total views

1,703

On Slideshare

0

From embeds

0

Number of embeds

151

Actions

Downloads

14

Shares

0

Comments

0

Likes

1

×